Sentences with phrase «functioning of teams of teachers»

Not exact matches

Then, shifting gears, the remaining eight chapters engage readers with eight different case studies that offer real - life examples of how teacher teams actually function, what is successful, and what problems can be expected to arise as teams develop.

These studies reported on a range of factors that influenced the functioning of teams led by teacher leaders, including: focus on subject matter, group dynamics, and the training received by the teacher leader.

Neufeld and Woodworth's study (2000) of teams that included teacher leaders found that high - functioning groups (those that fully involved teacher members and facilitated cross-school discussions on instruction) were collaborative, collegial and focused on instruction.

Three studies found that teams that included teacher leaders required norms of collaboration and respectful discussion to function well.

Studies indicated that leadership provided by teacher leaders on these teams may have strengthened the overall functioning of these teams.

For example, the Rural Math Excel Partnership (RMEP) model encourages teachers, family members, and a team of community and business volunteers to perform specific functions that support student success in foundational math courses.

Doyle et al. (2007) found that the functioning of school leadership teams that included teacher leaders varied and was largely connected to the role of the school principal on the teams.

Studies investigated a range of factors that influenced the functioning of teacher leader - led teams of teachers and administrators.

Findings suggest: (a) teachers without prior preparation learn informally from peers to use CPT; (b) they use CPT to promote student and teacher learning and well - being and to respond to school - wide needs; (c) teacher knowledge of CPT varies and teams could function more fully and / or efficiently with formal professional development; (d) teachers have adapted the ways they use CPT under NCLB, planning fewer interdisciplinary units and more lessons to promote reading and math achievement.

High functioning teacher teams engaged in instructional improvement through the study of targeted and timely data.

Prior to her work as a consultant, she was a Vice President with Teach For America's recruitment team where she led the organization's teacher recruitment function in the South, supported the communications and marketing strategy for the national team, and led all communications and processes related to the restructure of a 200 person team.

Highly Effective Teams: Increasing Personalization and Responsive Interventions that Supports Student Achievement: To become a highly functioning interdisciplinary team of teachers understanding the stages of development is the first step to making conscious decisions that impacts student learning.

Half of teachers play some function in formal leadership,» whether as mentors or leadership - team members.

Functions The teacher leader: a) Collaborates with colleagues and school administrators to plan professional learning that is team - based, job - embedded, sustained over time, aligned with content standards, and linked to school / district improvement goals; b) Uses information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning; c) Facilitates professional learning among colleagues; d) Identifies and uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h) Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.

Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

LEADERSHIP • Effective hiring, training, team building, and controlling skills • Highly developed verbal communication skills • Demonstrated high standard of literacy and written communication skills • Ability to maintain liaison with teachers and parents • Sound knowledge of administrative functions within a day care facility

Easter Seals — Philadelphia, PA Substitute Teacher (Summer 2007)-- Early Intervention Teacher - Implemented curriculum, maintained records, functioned as a leader of the multidisciplinary team, supervised teacher's assistant, plan and work with Division Director and Program Coordinator in developing new program cTeacher (Summer 2007)-- Early Intervention Teacher - Implemented curriculum, maintained records, functioned as a leader of the multidisciplinary team, supervised teacher's assistant, plan and work with Division Director and Program Coordinator in developing new program cTeacher - Implemented curriculum, maintained records, functioned as a leader of the multidisciplinary team, supervised teacher's assistant, plan and work with Division Director and Program Coordinator in developing new program cteacher's assistant, plan and work with Division Director and Program Coordinator in developing new program changes.